Innovation Opportunity Sprint
Find one small part of school life that could work better — then define the opportunity without jumping to a solution.
One part of school life — not “fix the whole school.”
A testable physical prototype or system representation is required.
A teacher-approved digital element may supplement the idea; programming is not required.
The cycle is compressed. Evidence must stay concise.
Wrong item, missing information, unclear starting point.
Too many steps, repeated movement, confusion, waiting.
Result is messy, slow, damaged, hard to access, or incomplete.
People notice the problem too late or cannot tell what to change.
Observe fast. Record evidence. Do not sketch solutions yet.
Observe
Find at least four small friction points.
Classify
Input · process · output · feedback · product-use issue.
Select
Choose one safe, meaningful, feasible opportunity.
Short does not mean vague. The need should still be understandable before anyone sees the solution.
Real
Evidence was observed.
Useful
Improving it matters to a user.
Feasible
A rapid physical prototype can address part of it.
Testable
Feedback/data can show whether it improved.
Finish one sentence.
Next lesson
Students run a rapid research cycle: prioritize questions, gather user evidence, inspect one relevant product, and present key findings.